A qualitative investigation of a mindfulness-based yoga program for educators: How program attendance relates to outcomes

Contemplative professional development interventions seek to help educators manage stress and improve emotion regulation, yet the mechanisms of action revealing how they result in positive psychological and physical outcomes remain unclear. Using focus groups based on levels of attendance, this qualitative study examined how educators with different levels of attendance perceived their experiences in Community Approach to Learning Mindfully (CALM), a mindfulness-based yoga program. Using theory-driven and data-driven codes, two researchers adopted a thematic analytical approach to independently code interviews. Results suggest that individuals across all groups indicated participation in CALM stimulated awareness of some kind—somatic, emotional, or awareness of thought patterns. However, participants who attended more frequently were more likely to practice mindfulness informally during routine activities. This increased skill integration was associated with improved outcomes. Program acceptability was high across attendance groups although those with low attendance felt stressed making time to attend the program. Collegiality emerged as an important benefit and catalyst for reinforcing practices. Implications for professional development are discussed, including the role of collegiality and the importance of program readiness.     

Normative fat-free mass index values for a diverse sample of collegiate female athletes

The purpose of this study was to establish normative fat-free mass index (FFMI) ranges in collegiate female athletes. A sample of 266 female athletes (Mean±SD; Age: 19.7 ± 1.5 yrs, Height: 166.0 ± 6.4 cm, Weight: 63.2 ± 8.8 kg) were included in analyses. Dual-energy X-ray absorptiometry measured bone mineral content (BMC; kg) and lean mass (LM; kg). Fat-free mass index was calculated as follows: FFMI = (BMC + LM)/Height². Participants were classified by sport: cross-country (XC), field hockey, football, gymnastics, lacrosse, resistance-trained, swimming track. Mean, range and percentile ranks of FFMI were calculated for the full sample for each cohort. For all females, mean FFMI was 16.9 ± 1.7 kg/m², FFMI values ranged from 13.3 to 25.5 kg/m². The XC athletes had the lowest FFMI (15.3 ± 0.96 kg/m²; p < 0.001). Mean FFMI measures were similar between all other female athletes. Percentile ranks varied across sport; median FFMI was highest for football (18.0 kg/m²), lowest for XC (15.1 kg/m²) and ranged between 16.4 and 17.3 kg/m² for all other athletes. Establishing sport-specific FFMI values for female athletes may be beneficial for athletes and coaches by leading to more appropriate body composition goals based on FFM.     

Early schooling: its influence on reading comprehension at primary level / Escolarización temprana: su influencia sobre la comprensión lectora en primaria

Abstract

Early schooling may influence the future academic results of students. In spite of this, there are very few studies providing evidence to demonstrate such an influence, with children under three being included in the notion of early schooling, as is the case in this study. We analyse the influence of this kind of education on the reading comprehension of fourth year primary students in Spain, on the basis of the data obtained from the Progress in International Reading Literacy Study (PIRLS) of 2011. Given the type of sampling used with PIRLS, with its hierarchical structure, we estimate multilevel educational production functions. The results obtained indicate that early schooling, as well as the socio-economic and cultural background of families, has a positive effect on students’ results in reading comprehension. These results support proposals for widening opportunities for receiving free education in early childhood, at least for socio-economically disadvantaged families, in order to compensate for the lack of early schooling received by their children and the consequent effects this has on their reading skills.     

Why TV is missed: A functional analysis

Twenty four of 237 adults surveyed agreed with the statement “I'm addicted to television.” They ranged from 18 to 72 years old. Respondents completed the TV Addiction Scale (Smith, 1986), Eysenck Personality Questionnaire, (Eysenck &; Eysenck, 1975), Short Imaginal Processes Inventory (Huba, Singer, Aneshensel, &; Antrobus, 1982), and Television Use Styles Inventory (Schallow &; Mcllwraith, 1986–87). Compared with the rest of the sample, self‐labelled “TV addicts” were more neurotic, introverted, and easily bored. They more often used TV to distract them‐selvesfrom unpleasant thoughts, regulate moods, and fill time. Thegroups did not differ in positive fantasy.     

Vertigo in downhill mountain biking and road cycling

Vertigo has been described after the practice of mountain bike. This study aimed to investigate the prevalence of vertigo following competitions or training sessions of downhill mountain biking (DMB) or road cycling (RC). One hundred and two DMB riders, 79 road cyclists and 73 control participants filled in a survey intended to evaluate the prevalence of vertigo in daily living activities and following competitions or training sessions. Vertigo causal factors (crashes, head trauma, fatigue, characteristics of the path/road ridden) were recorded. DMB riders and road cyclists did not report more vertigo during daily living activities than controls. But DMB riders older than 30 had more risk to report vertigo than age-matched road cyclists (OR: 5.06, 95% CI: 1.23–20.62). Road cyclists aged between 20 and 29 were 2.59-fold (95% CI: 1.06–6.27) more likely to report vertigo than controls. After competitions and training sessions, DMB riders were 2.33-fold (95% CI: 1.22–4.41) more likely to report vertigo than road cyclists. Vertigo causal factors were crash with head trauma in DMB riders and fatigue in road cyclists. Vertigo during daily living activities may be of concern for cyclists, particularly older DMB riders. The accumulation of impacts (crashes, vibrations) during the career of a DMB rider may generate micro-traumatisms of the central nervous system and/or peripheral vestibular structures, particularly the otolith organs. In RC, the pathophysiological mechanisms generating vertigo might be effort-related disturbance of homeostasis. To avoid injuries, DMB riders should be aware that vertigo may occur at the end of training sessions or competitions.     

Pre-K-8 prospective teachers’ understanding of fractions: An extension of fractions schemes and operations research

In an effort to expand our knowledge base pertaining to pre-K-8 prospective teachers’ understanding of fractions, the present study was designed to extend the work on fractions schemes and operations to this population. One purpose of our study was to validate the fractions schemes and operations hierarchy with the pre-K-8 prospective teacher population to determine whether this population follows the same trajectory as upper elementary and middle school students. A second purpose of our study was to identify which of the fractions schemes and operations our sample of prospective teachers demonstrated evidence of having constructed along with what this tells us about prospective teachers’ understanding of fractions. We were able to validate the hierarchy for this population, meaning that each lower-level fraction scheme/operation appeared to be a prerequisite to the higher-level schemes/operations. We found that although most of the prospective teachers had constructed the lower-level schemes and operations, less than half had constructed the more sophisticated ones. An unexpected result related to the association between the coordination of three levels of units and the iterative fraction scheme is addressed. Prospective teachers’ reliance on procedural knowledge related to fractions also presented a challenge to assessing, in particular, their ability to coordinate three levels of units. We conclude with implications for research and practice in mathematics courses intended for pre-K-8 prospective teachers.